WheredidLinglinggo？教學設計

1、Module 8 Unit2Where did Lingling go yesterday?一、 學習目標：1. 知識目標：識別單詞bell ,rang(ring 的過去式)。2. 學習目標語句：Where did Lingling go yesterday?Yesterday I went to Sam and Amys school.2.技能目標：能口頭運用Where did Lingling go yesterday?這類語句詢問過去發(fā)生的事情，并能運用Yesterday I went to Sam and Amys school.這類語句回答。3.情感目標：通過Lingling寫給 D

2、aming的信中了解中英學校生活的不同，培養(yǎng)學生感知中西方文化差異的學習習慣。增強學習英語的興趣和自信心，積極主動的學習英語，并應用與生活。二、 教學重難點：識別單詞bell ,rang(ring 的過去式)。能口頭運用Where did Lingling go yesterday?這類語句詢問過去發(fā)生的事情，并能運用Yesterday I went to Sam and Amys school.這類語句回答。三、 教學方法：情境教學法、愉快教學法四、 教學用具：詞條、幻燈片五、 教學過程：1.Warm-up:T: Good morning ,everyone! Nice to meet yo

3、u !S: Nice to meet you too.T: First, Lets do morning exercises.(chant)(設計意圖：輕松簡單的熱身活動不但復習了Unit1舊知，且能迅速調(diào)動課堂氣氛)T: What time do you get up?（chain game）S:I get up at S1:What time do you ? S2:Iat (設計意圖：通過自由問答進一步鞏固復習舊知，讓學生們只管開口講英語。)2.lead-in:T: Today, Ive got some photos for you.Where is it?S:T:Yes,its my

4、 school.Oh,listen! The bell is ringing.Look,it is the “bell”(單詞教學)。S: T: Oh,the bell rang. Look!What time is it?S:Its 9oclock. T:Yes,my school starts at 9oclock.What about your school?S:T:Look!What time is it?S:Its12 oclock.T:We do morning exercisescs at 12 oclock. What about your school?S: We do mo

5、rning exercises at 10 oclock.T: Oh, thats so different!(設計意圖：通過崇興小學和四小的比較的不同過渡到中國學校和英國學習的的差異，靠近文章主題)首先讓學生先去猜會是哪些差異，激發(fā)他們的好奇心和對課文學習的求知欲，為文章的學習打下基礎。)3.Presentation:T: Then ,how about Englang and china? I will say some sentences for you .Please guess its England or china.T:They start school at 8 oclock.

6、S: China.T: They play in the playground before 9 oclock.S: England.（設計意圖：先讓學生嘗試的去猜，激發(fā)他們的好奇心和對文章學習的求知欲。)T: Lingling is in England.She wrote a letter to Danming.T: Now, lets have a look.(呈現(xiàn)課文)T: Listen to the letter, and tell me what you heard.(通過提問的方式引導學生，鼓勵學生將句子說完整)T:Where did Lingling go yesterday?

7、S:She went to Sam and Amys school.T: What time do they start school in England?S:In England ,they start school at 9 oclock.（設計意圖：我將課文進行了分層教學。通過第一遍聽，回答一個簡單的問題，理解短文大意，有助于學生對課文有一個整體的認識，打破學生對閱讀文章的排斥心理，激發(fā)他們的求知欲。）T: Now open your books and turn to page 32.Listen to the letter again, and try to answer two

8、questions.T: Who wants to read this question?S:T: Now, listen! T: The first question, who wants to try?S:(訂正時將關(guān)鍵詞用彩色注出)T: The second question, who wants to try?S:（設計意圖：通過第二遍聽，回答兩個問題，進一步了解文章大意）T: This time, please follow the tape.(three questions) Who wants to try?S:（設計意圖：第三遍聽，要求學生注意模仿語音語調(diào)。這個時候?qū)W生很容易回

9、答出最后三個問題，同時會對文章有一個完整意義上的理解。）4. Prastise:（中英小學生生活對比活動)（四人小組合作完成）T：Now ,lets match.ChinaEnglandWe start school at oclock.We start school at oclock.The bell rang at 8 oclock,then we went into the.The bell rang at 9 oclock,then we went into the.We do in the playground.We in the playground.(設計意圖：通過合作學習完成填空，然后將同學分為兩大組：中國隊和英國隊，以比賽的形式一一對應說出完整的句子，側(cè)面鼓勵學生大膽復述課文，激發(fā)學生的積極性。)5.production.(活動手冊)（四人小組合作完成）T:Read and write with your mates.(設計意圖：以填空的形式，鼓勵學生運用已學知識，進一步強化學生描述過去行為的能力。合作的學習方式，通過學生之間的督促和幫助，更好的掌握知識。)6.Homework老師有位朋友她叫Tita，請同學們試著給她寫一封信，介紹你的校園生活。7.Design: Module 8 Unit2Where did Lingling